TEACHER FEEDBACK IN IMPROVING ENGLISH PROFICIENCY

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Published: Mar 10, 2024
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teacher feedback plays a crucial role in improving English proficiency among language learners. This feedback can take various forms, including written comments on assignments, verbal feedback during class discussions, and individualized feedback on language assessments. One of the key benefits of teacher feedback is that it helps learners become aware of their strengths and weaknesses in English language skills. By receiving specific and constructive feedback from their teachers, students can gain insights into areas where they excel and areas that need further development. This awareness allows learners to focus their efforts on improving specific language skills, such as grammar, vocabulary, pronunciation, or writing. Moreover, teacher feedback serves as a motivational tool for language learners. Positive feedback can boost students’ confidence and encourage them to continue working hard to improve their English proficiency. On the other hand, constructive criticism can help learners understand their mistakes and motivate them to make necessary corrections and improvements in their language skills.

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Zilola Shezod qizi Mirqodirova
University of World Languages English philology student

Abstract

Feedback of teacher is considered to be important aspect of learning process as it sheds light on weak points of a student, helping them to improve their language skills. Effective feedback from teachers provides learners with valuable information on their language skills, helps them identify areas for improvement, and guides them towards achieving their language learning goals.

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How to Cite
Mirqodirova , Z. S. qizi. (2024). TEACHER FEEDBACK IN IMPROVING ENGLISH PROFICIENCY. GOLDEN BRAIN, 2(7), 148-151. https://webgoldenbrain.com/index.php/gb/article/view/164
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Vol. 2 No. 7 (2024): GOLDEN BRAIN
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Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Mirqodirova , Z. S. qizi. (2024). TEACHER FEEDBACK IN IMPROVING ENGLISH PROFICIENCY. GOLDEN BRAIN, 2(7), 148-151. https://webgoldenbrain.com/index.php/gb/article/view/164

References

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Shute, V.J. (2008). Focus on Formative Feedback. Review of Educational Research, 78(1), 153-189.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.

Ferris, D.R. (2003). Response to Student Writing: Implications for Second Language Students. Mahwah, NJ: Lawrence Erlbaum Associates.

Hyland, K., & Hyland, F. (2006). Feedback on Second Language Students’ Writing. Language Teaching, 39(2), 83-101.

Nicol, D., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.